1. Getting into architecture, getting on in architecture. Helen Barnes

2. PSI’s research on this issue Scoping study for CABE in 2002 on ethnicity and architecture Full study - secondary analysis of UCAS/HESA data and primary qualitative research (depth interviews) with 48 students, former students and architects in practice (funded by CABE) – full report available at www.cabe.org.ukwww.cabe.org.uk Current bid to ESRC to look at implementation and impact of widening participation strategies in schools of architecture – looking at ethnicity, gender and social class.

3. The statistics Of those registered with RIBA, around 2% are from an ethnic minority group and 13% are women By comparison, women make up 15% of the ARB register, which does not monitor ethnicity People from ethnic minority groups are well represented relative to the white population in architecture (18% as against 16% of all undergraduates) Black Caribbean architecture students have a distinctive profile – more likely to be mature students, to have non- traditional entry qualifications, to study part-time, and 4 times less likely to be from social class I – and do less well in their studies (less likely to get a first class degree, more likely to get a third class degree)

4. The context, and some hypotheses Architectural training takes a minimum of 7 years, and this is likely to exclude those from disadvantaged socio- economic backgrounds There are few ethnic minority role models within the profession, and it therefore does not occur to young people from such backgrounds (or their parents and teachers) as a career choice Experiences of architectural education lead to higher drop-out rates among black and ethnic minority students The predominance of the private sector, and the interaction with the construction industry, create an employment environment in which both direct and indirect race (and sex) discrimination may arise

5. Getting into architecture Developing an interest and having this nurtured – Exposure to architecture Parents, relatives and friends Schools, teachers, careers advisers Applying to schools of architecture – Basis of choice Experiences of applying

6. Experiences of education (1) – Pedagogical practices Assumptions Studio working The crit Field trips An inner circle Failing

7. Experiences of education (2) – Material and social factors Belonging and fitting in Financial support Involvement in paid work Family commitments Implications for completion

8. Work experience and progression Existing social networks were an important source of work experience in many cases (both during study and post-qualification) Negative experiences (failing to find work, and problems in the workplace) influenced decisions about the future Discrimination was rarely overt, and some interviewees were hesitant to identify it as such Those with strong community links but who lacked access to other social networks could find work but were often existing on the margins of the profession

9. Conclusions Ethnicity, social class and gender interact in subtle and complex ways to disadvantage those seeking to enter architecture Tackling material disadvantage is important, but is only one strand of the story Widening access to the profession requires changes to teaching methods and challenges to a deeply held culture and values Success requires ethnic minority students to have access to a range of resources and networks – without these, existing patterns of disadvantage are likely to continue

10. Specific policies which can help Raising profile of architecture in media and in secondary schools Better data and monitoring in architecture schools and the profession Financial support such as bursaries Role models and mentors Improved communication, feedback mechanisms Support in finding placements and during work experience